الموارد What have we learnt? Overview of findings from a survey of ministries of education on national responses to COVID-19 As part of the coordinated global education response to the COVID-19 pandemic, UNESCO, UNICEF and the World Bank have conducted a Survey on National Education Responses to COVID-19 School Closures. In this joint report, we analyse the results of the first two rounds of data collection administered by the UNESCO Institute for Statistics (UIS).
الموارد Funding the Future: Strategies for Early Childhood Investment, Costing, and Financing This document aims to begin an international dialogue about how to expand investment in early childhood services and improve ECCD costing and financial planning.
الموارد Supporting professionals through artistic biography: Enhancing the well-being of vulnerable young people through art
الموارد NORRAG Special Issue 07: Education in Times of Climate Change In this NORRAG Special Issue, Heila Lotz-Sisitka and Eureta Rosenberg have skilfully curated 28 contributions from 75 authors in 22 countries that showcase what is currently being done to close the gap between the potential of education to contribute to more a sustainable and just world and the experiences of those in education.
مدونة COVID-19 A INEE está a trabalhar no sentido de apoiar os seus membros, parceiros e comunidades, assegurando que estão preparados para ajudar os seus governos, escolas, professores e professoras e pais, mães, cuidadores e cuidadoras e estudantes a mitigarem os efeitos desta crise e a apoiar a continuidade da educação para crianças e jovens.
الموارد Social Protection & Child Protection: Working together to protect children from the impact of COVID-19 and beyond This policy paper seeks to lay out key arguments for close collaboration across Social Protection and Child Protection sectors to address the socio-economic impact of COVID-19 on children and families towards reduction of adverse Child Protection outcomes.
الموارد Disability-Inclusive EiE Resources Mapping and Gap Analysis The document maps existing work on inclusive education and disability-inclusive education in emergencies by collecting existing tools, frameworks, policy and advocacy resources, and more, and presenting them in a repository of resources. The gap analysis report captures the findings from the resource mapping and the survey conducted with INEE members.
الموارد With Us and For Us: Working with and for Young people in Humanitarian and Protracted Crises These IASC guidelines provide a framework for working with and for young people throughout the humanitarian programme cycle (HPC), complete with tips, examples and case studies. In addition, humanitarian actors can use this guidance as a reference to design programmes that respond to their context
